Lesson Plan Title: Descriptive vocabulary used in Squanto and the Pilgrims
Concept / Topic To Teach: Vocabulary, creative writing, story comprehension Standards Addressed: Reading standards:
4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Writing standards:
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
Language standards:
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).*
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed.
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
General Goal(s): To enhance children's creative writing skill by introducing them to new creative vocabulary terms they can use in their writing. Specific Objectives: Vocabulary enhancement through using context clues (the words "settle", "strolled", "treaty", "fertilizer", and"celebrated", story comprehension, technology exposure (PowerPoint, Powtoons) Required Materials: Computer and speakers to play Powtoons instructional video and PowerPoint story example, and paper and pencils for children to compose stories. Anticipatory Set (Lead-In): Read-aloud of the story Squanto and the Pilgrims Step-By-Step Procedures: (1) In class, read Squanto and the Pilgrims to the children as a class; (2) play a Powtoons video pointing out relevant vocabulary terms; (3) play PowerPoint story example that gives direction for the children when they engage in their story writing; (4) hand out and review rubric and make expectations known for how students will compose their stories.
Plan For Independent Practice: - Closure (Reflect Anticipatory Set): Students will read their written stories out loud, and demonstrate that they have understood the targeted vocabulary terms by incorporating them into a short story they have written themselves. - Assessment Based On Objectives: use of at least 4 of the 5 targeted vocabulary words correctly in the context of the written stories. - Adaptations (For Students with Learning Disabilities): none needed - Extensions (For Gifted Students): none needed - Possible Connections to Other Subjects: social studies, specifically History and Geography
The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.
The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.
The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.
The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn\\\'t care what it looked like.
Spelling and Punctuation
There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.
There is one spelling or punctuation error in the final draft.
There are 2-3 spelling and punctuation errors in the final draft.
The final draft has more than 3 spelling and punctuation errors.
Requirements
There are more than 3 sentences in the story that flow and make sense together.
There are more than 3 sentences that mostly flow OR there are 3 that flow well.
There are 3 sentences that mostly flow well.
There are 3 sentences that do not flow well together OR there are less than 3 sentences.
Creativity
The story contains many creative details and/or descriptions that contribute to the reader\\\'s enjoyment. The author has really used his imagination.
The story contains a few creative details and/or descriptions that contribute to the reader\\\'s enjoyment. The author has used his imagination.
The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.
There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Organization
The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.
The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.
The story is a little hard to follow. The transitions are sometimes not clear.
Ideas and scenes seem to be randomly arranged.
Use of vocabulary
All 5 required vocabulary terms are used correctly.
4 of the 5 required vocabulary words are used correctly.
3 of the 5 required vocabulary terms are used correctly.
Less than 3 required vocabulary terms are used correctly.
Concept / Topic To Teach: Vocabulary, creative writing, story comprehension
Standards Addressed:
Reading standards:
4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Writing standards:
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
Language standards:
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).*
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed.
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
General Goal(s): To enhance children's creative writing skill by introducing them to new creative vocabulary terms they can use in their writing.
Specific Objectives: Vocabulary enhancement through using context clues (the words "settle", "strolled", "treaty", "fertilizer", and"celebrated", story comprehension, technology exposure (PowerPoint, Powtoons)
Required Materials: Computer and speakers to play Powtoons instructional video and PowerPoint story example, and paper and pencils for children to compose stories.
Anticipatory Set (Lead-In): Read-aloud of the story Squanto and the Pilgrims
Step-By-Step Procedures: (1) In class, read Squanto and the Pilgrims to the children as a class; (2) play a Powtoons video pointing out relevant vocabulary terms; (3) play PowerPoint story example that gives direction for the children when they engage in their story writing; (4) hand out and review rubric and make expectations known for how students will compose their stories.
Plan For Independent Practice:
- Closure (Reflect Anticipatory Set): Students will read their written stories out loud, and demonstrate that they have understood the targeted vocabulary terms by incorporating them into a short story they have written themselves.
- Assessment Based On Objectives: use of at least 4 of the 5 targeted vocabulary words correctly in the context of the written stories.
- Adaptations (For Students with Learning Disabilities): none needed
- Extensions (For Gifted Students): none needed
- Possible Connections to Other Subjects: social studies, specifically History and Geography
LINK TO POWTOONS VIDEO:
https://www.powtoon.com/presentoons/c28UBxM3BYH/edit/#
INSTRUCTIONAL POWERPOINT:
RUBRIC: